Expectations, challenges and achievements of primary school teachers during their first year of work, in Kosovo

Abstract

The first year of work in the teaching profession is characterized by many dynamics, which can be best understood by the voices of the teachers themselves who have passed the first year of work. This qualitative research conducted through semi-structured interviews with 10 primary school teachers, from different places of Kosovo, reflects the expectations, challenges and achievements that they have experienced throughout their first year of work. The findings show that the teachers have had expectations to be supported, to be given help and cooperation from their colleagues, school board and from the parents and students. They have expected from their students to be polite, committed to lessons and disciplined. There is a difference between the expectations and the reality that these teachers have faced. Teachers have experienced many challenges during the period of the first year of work, difficulties in building relationships of cooperation and understanding with the school leadership, parents of students, classroom and student management but also achievements in relation to these.